Persky Adam M, Pollack Gary M
School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599-7360, USA.
Am J Pharm Educ. 2008 Aug 15;72(4):83. doi: 10.5688/aj720483.
To implement an answer-until-correct examination format for a pharmacokinetics course and determine whether this format assessed pharmacy students' mastery of the desired learning outcomes as well as a mixed format examination (eg, one with a combination of open-ended and fill-in-the-blank questions).
Students in a core pharmacokinetics course were given 3 examinations in answer-until-correct format. The format allowed students multiple attempts at answering each question, with points allocated based on the number of attempts required to correctly answer the question. Examination scores were compared to those of students in the previous year as a control.
The grades of students who were given the immediate feedback examination format were equivalent to those of students in the previous year. The students preferred the testing format because it allowed multiple attempts to answer questions and provided immediate feedback. Some students reported increased anxiety because of the new examination format.
The immediate feedback format assessed students' mastery of course outcomes, provided immediate feedback to encourage deep learning and critical-thinking skills, and was preferred by students over the traditional examination format.
为药代动力学课程采用一种直到答对为止的考试形式，并确定这种形式是否能像混合形式考试（例如包含开放式和填空题的组合）一样评估药学专业学生对预期学习成果的掌握程度。
核心药代动力学课程的学生参加了3次直到答对为止形式的考试。这种形式允许学生对每个问题进行多次作答，并根据正确回答问题所需的作答次数来分配分数。将考试成绩与上一年的学生成绩作为对照进行比较。
采用即时反馈考试形式的学生成绩与上一年的学生相当。学生们更喜欢这种考试形式，因为它允许对问题进行多次作答并提供即时反馈。一些学生报告说由于新的考试形式而焦虑增加。
即时反馈形式评估了学生对课程成果的掌握程度，提供即时反馈以鼓励深度学习和批判性思维能力，并且学生比传统考试形式更喜欢这种形式。
